Outputs, tools and resources from the Surrey Assessment and Learning Lab.


  • Pitt, E. and Winstone, N. (2017). The Impact of Anonymous Marking on Students' Perceptions of Fairness, Feedback and Relationships with Lecturers. Assessment and Evaluation in Higher Education.
  • Medland, E. (in press) “I’m an assessment illiterate”: Towards a shared discourse of assessment literacy.  Assessment and Evaluation in Higher Education.
  • Medland, E. (2016) Assessment in higher education: drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education, 41(1): 81 – 96.
  • Medland, E. (2015) Examining the Assessment Literacy of External Examiners. London Review of Education, 13(3), 21-33. 
  • Jephcote, C., & Medland, E. (in prep.) Grade Inflation: Modelled results. Learning and Instruction. 
  • Pitt, E., & Winstone, N  (2018). The impact of anonymous marking on students’ perceptions of fairness, feedback, and relationships with lecturers. Assessment and Evaluation in Higher Education. 
  • Nash, R. A., Winstone, N. E., Gregory, S. E. A., & Papps, E. (2018). A memory advantage for past-oriented over future-oriented performance feedback. Journal of Experimental Psychology: Learning, Memory, and Cognition.
  • Gravett, K., & Winstone, N. E. (2018). Feedback interpreters: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education. 
  • Pitt, E. (2017). Student Utilisation of Feedback: A Cyclical Model. in: Scaling up assessment for learning in higher education. Singapore: Springer, pp. 145-158.
  • Winstone, N., Nash, R., Rowntree, J., & Parker, M. (2017). “It’d be useful, but I wouldn’t use it”. Barriers to University students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041. 
  • Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.
  • Nash, R. A., & Winstone, N. E.  (2017).  Responsibility sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519.
  • Pitt, E. and Norton, L. (2016). 'Now that's the feedback I want!' Students' reactions to feedback on graded work and what they do with it. Assessment and Evaluation in Higher Education [Online] 41:499-516.
  • Parker, M., & Winstone, N. (2016). Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education. 10(1), 53-64.
  • Winstone, N., Bourne, J., Medland, E., Rees, R., & Niculescu, I. (in prep.) “Check the grade, log out”: Students’ engagement with feedback in Virtual Learning Environments.  Assessment and Evaluation in Higher Education.
  • Heron, M. (2018) Pedagogic practices to support international students in seminar discussions. Higher Education Research and Development: DOI: 10.1080/07294360.2018.1512954
  • Heron, M. & Head, R. (2018) Discourses of peer observation in higher education: event or system? Innovations in Education and Teaching International. DOI: 10.1080/14703297.2018.1520111 
  • Heron, M. (2017) Dialogic stance in higher education seminars.  Language and Education, 32(2), 112-126: DOI: 10.1080/09500782.2017.1417425 
  • Cook, A., Ogden, J., & Winstone, N. (2018). Friendship motivations, challenges, and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education.
  • Winstone, N. E., & Avery, R. A. (2018). Enhancing Psychology students’ employability through ‘Practice to theory’ learning following a Professional Training Year. In D. Morley (Ed.), Enhancing employability in higher education through work based learning (pp. 213-233). London: Palgrave Macmillan.
  • Medland, E. (forthcoming) Academic Development.  In I.M. Kinchin & N.Winstone’s (eds.) Frailty and Resilience Narratives.  Rotterdam: Sense Publishers
  • Kinchin, I., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D., & Winstone, N. (in press) Researcher-led academic development.  International Journal of Academic Development.
  • Medland, E., Watermeyer, R., Hosein, A., Kinchin, I.M., and Lygo-Baker, S. (Eds.) (2018) Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning. Rotterdam, Sense Publishers.
  • Winstone, N., & Moore, D. (2017). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International, 54(5), 494-502. 
  • Winstone, N. E., & Kinchin, I. M. (2017). Teaching sensitive topics: Psychological literacy as an antidote to pedagogic frailty. Psychology Teaching Review, 23(1), 15-29.
  • Kinchin, I.M., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. and Usherwood, S. (2017) Mapping the development of a new MA programme in higher education: Comparing private perceptions of a public endeavour. Journal of Further and Higher Education, 41 (2): 155-171.
  • Hulme, J. A., & Winstone, N. E. (2017). Do no harm: Risk aversion versus risk management in the context of pedagogic frailty. Knowledge Management and E-Learning, 9(3), 153-169.
  • Kinchin, I. M., & Winstone, N. E. (2017). Pedagogic Frailty: Opportunities and challenges. In I. M. 
  • Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 211-225). Rotterdam: Sense.
  • Davis, A., & Winstone, N.   (2017). Educational Implications. In A. Slater & G. Bremner (Eds.), An Introduction to Developmental Psychology (3nd ed.). Wiley
  • Cook, A., Ogden, J., & Winstone, N. (2016). The experiences of learning, friendships and bullying of boys with autism in mainstream and special school settings. British Journal of Special Education, 43(3), 250-271.
  • Okupe, A., & Medland, E. (forthcoming) Pluralising student voices: Evaluating teaching practice.  In N. Winstone, I.M. Kinchin, S. Lygo-Baker & S. Warburton’s (eds.) Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership.  London: Palgrave.
  • Medland, E., Hosein, A., & Lugo-Baker, S. (in prep.) Investigating Practice: The trouble with structure.  Journal of Education Policy.
  • Buckley, C. et al. (2010). Students' approaches to study, conceptions of learning and judgements about the value of networked technologies. Active Learning in Higher Education [Online] 11:55-65.
  • Heron, M., Kinchin, I., & Medland, E. (in press) Interview talk and the co-construction of concept maps. Educational Research.
  • Winstone, N., Millward, L., Huntington, C., Goldsack, L., & Kyrou, E. (2014). Eliciting rich dialogue through the use of activity-oriented interviews with autistic young people. Childhood, 21(2), 190-206

Blog posts and media articles

Tools and resources

The Developing Engagement with Feedback Toolkit (DEFT)

Transforming Assessment in Higher Education Case Study Series (HEA)

The Developing Engagement with Feedback Toolkit 16-19